Effectiveness of Using Song on Teaching Learning
Vocabulary for Kindergarten Students
BELA FEBTY WERDHININGRUM
University of Nusantara PGRI KEDIRI
Abstract
English is one
of the foreign languages for Indonesian students, which must be
Learnt in school
since kindergarten level until University level. Therefore, English as a
language in international communication is clearly needed by many learners to
deliver thought and interact in a variety of situation. The purpose of this paper
discusses theorical study to know the effectiveness of
using song on teaching learning vocabulary for kindergarten student. The main
discussion are song, kinds of vocabularies, kindergarten students and also the
advantages using song on teaching learning vocabulary for kindergarten students
.The results of this paper discussed is to know the theoretical study the
effectiveness using song on teaching learning vocabulary for kindergarten
student. The good ways to improve kindergarten students in mastery vocabulary.
Keyword:
song,
vocabulary, kindergarten
Introduction
Globalization can be defined as “the acceleration of
interaction and assimilation among countries with a number of sequences either
good or bad related to economic, political, culture aspect and so on “
(Harwati,2011.p.1) As globalization
spreads, mastering English as an international language seems to be an
advantages. This language can be used to break cultural and language barriers
among people from all background.
The
purpose of this paper discusses theorical
study to know the effectiveness of using song
on teaching learning vocabulary for kindergarten student. The main discussion
are song, kinds of vocabularies, kindergarten students and also the advantages
using song on teaching learning vocabulary for kindergarten students The atmosphere
in teaching and learning situation getting more active by using song media.
Discussion
Song
A
song is basically words put to rhythm. Learning to sing a song is quite easy
for children if the ending words rhyme, if there is a strong rhythm or beat,
and if there are few words to remember. In our previous research, we found that
children appeared to learn new words more easily and remember the words for
longer periods of time when jingles were used to teach reading words that
rhymed.
(Brand
(2007) concluded that there is theoretical and physiological support for the
inclusion of music in the teaching of spoken English. Not only are language and
musical processing located in the same area of the brain, but neurologists (Maess
& Koelsh, 2001) have discovered that both musical and linguistic syntax are
similarly processed. Music and language are, of course, two dramatically
different forms of communication. However as Ayotte (2004) observed, both music
and language share the “same auditory, perceptive, and cognitive mechanisms
that impose a structure on auditory information received by the senses” (p. 10).
.
In our previous research, we found that children appeared to learn new words
more easily and remember the words for longer periods of time when jingles were
used to teach reading words that rhymed (Walton, Bowden, Kurtz, & Angus,
2002; Walton, Walton, & Felton,2001; Walton & Walton, 2002).
In a study involving younger learners of English, Hazel-Obarow
76 (2004) examined both the short-term and long-term effects of
music on vocabulary acquisition using a pretest-posttest-delayed-posttest
experimental design.
The
use of music and how music can connect to the previous discussed theories,
developmental and information processing and brain research, to enhance
language development in young children and engage them in developing their
vocabularies, is the focus of this section. Howard Gardner’s theory of multiple
intelligences cites music as the first intelligence to emerge in young learners
(Gardner, 1993). Many young children appear to be naturally inclined to hum or
to sing a tune so it is beneficial to build upon their musical interests and
enhance their literacy development simultaneously.
Song
and Language Learning
Music
can transform classrooms into pleasant and positive learning environments in
which children thrive emotionally, socially, and academically. There are several reasons that songs, particularly pop
songs, might be helpful for second-language learners. First, according to
Murphey’s (1992) analysis, 75popular songs use language commonly associated
with the level of 11-year-old native English speakers. So the comparatively
simple vocabulary is appropriate for students learning English. Also, song
lyrics are presented within a repetitive structure and song vocabulary usually
contains common, short words with numerous pronouns. Repeating the song
and activity a few times supports the word meaning and adds to understanding
(Medina, 2002). Music can also improve listening and oral language skill
development, improve attention and memory, and enhance abstract thinking. In
the kindergarten setting, music’s engaging nature encourages children to attend
during reading activities, invites them to be active listeners, and promotes
comprehension and dialogue.
According to Thornbury (2002:16)., words
are organized in the human mind in what is called the mental lexicon, which
means that the vocabulary is stored in "highly organized and
interconnected fashion “He believes that "knowing a word involves knowing
its form, and its meaning As well as "knowing the words commonly
associated with it (its collocations) as well as its connotations, including
its register and its cultural accretions“ (2002:15). Both Harmer and Thornbury
distinguish between receptive and productive knowledge. Hopefully, music could
help students fulfill one these recommendations since the words used in songs
are remembered, along with the melody of the song, throughout a lifetime.
When using songs to teach vocabulary of a
foreign language, the pattern of
learning is the same. It also starts with the listening and ends
with fluent
communication. However, many students are not comfortable
speaking in a foreign language. Stan sell claims that “language students that
lack familiarity with a target culture and have trouble expressing themselves
can connect through the freeing influence of music. The fact that song lyrics
cover vast themes and topics means that the vocabulary that students are
exposed to is immense. One student of Spanish revealed at Language Learner
Adviser web site that using music to learn another language
The
important of Music
Holzknech (1969:404) assumes that poets
such as Homer and Hein must have been drawing from their own experience when
they celebrated the power of music and that their listeners would not have believed
them or would have laughed at them if the power of music had not been a general
experience.
Music as such has always been important,
especially to most young people. It has always brought them together. They love
to share their music with one another. Students of the three groups that the
songs were piloted with love to talk about their favorite artists. Talking
about their favorite artists is a part of their everyday communication. Music
is connected to many areas of their lives.
Woodall
and Zeimbroski (2002) agree that music plays an important role
in
language and literacy development. Strong social bonds are encouraged through
music and songs beginning in pre-school. Toddlers can begin to experiment with
grammatical rules and various rhyming patterns in songs. A child’s initial
introduction to patterned text often occurs first in songs, chants, and rhymes,
which are repeated throughout childhood. When songs, chants, and rhymes are
utilized, concepts about print become more meaningful and conventions of print
are learned in context.
(Palmer & Kelly 539).” Use of music is recommended by them for
better understanding of language because “when songs and words match in stress
and accent, the learner can experience gains in comprehension of word stress,
attention span, anticipation of new text, and memory.
To
create a stimulating environment for learning, the classroom can be decorated
with attractive and eye-catching posters, student work, and learning centers.
Ways that teachers can increase vocabulary development include: using picture
books and song books, placing new words on a designated word wall with an
illustration, introducing a word of the week, posting words from classroom
stories and songs on charts, and setting up a listening center for children to
hear a story again after reading the book in both large and small groups.
Children will be
developing
literacy skills without even realizing it as they sing and move around having
fun in a relaxed, stimulating environment.
The Psychological Effect of Music
Music has its effect not just on people,
but also animals and even plants.
Robertson claims that "music with a ‘beat’ can stimulate
your body; music with
powerful melodies and harmonies performed with feeling can make
you weep or cry out with joy; and music like the fugues of Bach and Mozart can
be mentally invigorating." Film makers are very aware of the power of
music.
Holzknech (1969:407). also admits that music may have the opposite
effect, describing a story of a friend of his who was unable to continue with
her scientific work because her neighbor kept playing music that made it
impossible for her to concentrate or ignore it Although, the above-mentioned
disadvantage may not be valid in the case of teaching vocabulary through songs
since in the case of a student working on her scientific work, music served as
a distraction and not as a means of learning the subject.
The advantages using song on teaching vocabulary
·
Demonstrate the link
between the kinesthetic, pictorial representations of the concepts of the
songs.
·
It is possible to
acquire vocabulary.
·
The
sound of new words is easily remembered along with the melody of the song and
by listening to the song, students are exposed to the new words many times.
Definition
of Vocabulary
Humans can communicate with others through
verbal language, either to apply or to receive the information the animal cannot
do. Vocabulary plays an important role because it appears in every language skills.
Vocabulary building is really important in any language learning. In some
literature, we found the meaning of vocabulary. There are some definitions of
vocabulary.
According to Harimurti
Kridalaksana, “Vocabulary is a component of language that maintains all of
information about
meaning and using word in
language”.
There
are some experts who give definition of vocabulary Hatch and Brown define
vocabulary as a list or set of words for a particular language or a list or set
of word that individual speakers of language might use. Vocabulary development
is a critical aspect of preschoolers' learning experiences, given
the
important role that it plays in learning to read. Language, specifically
vocabulary development, plays a critical role in early literacy development.
However, recent findings from evaluations of numerous preschool programs
designed to increase children's language and literacy skills have shown limited
impacts on children's language outcomes (Wasik, 2010).
From
the definition above, that vocabulary is a component of language and
numbers
of words by a person class, profession, etc. In the communication and every
aspects of life such as in trade, education, business, social, politic,
etc.
Best
practices in developing vocabulary in young children include accessing prior
knowledge,
building upon ideas that are familiar, and creating new experiences for
understanding. Lessons in which children are participating and actively
involved help to reinforce what is being taught. Students singing and acting
out targeted unknown vocabulary words become engaged in their learning and can
remember definitions and word meanings. This study will focus in teaching
learning process vocabulary by using song especially in noun and verb.
Types of Vocabulary
1. Type
of vocabulary according Jo Ann Aeborsold and Mary Lee Field Classified
Vocabulary into two terms
a. Active
Vocabulary refers to items the learner can use appropriately in speaking or
writing and it is also called as productive vocabulary, although, in fact, it
is more difficult to put into practice. It means that to use the productive vocabulary,
the students are supposed to know how to pronounce it well, they must know and
be able to use grammar of the language target, they are also hoped to familiar
with collocation and understand the connotation meaning of the words. This type
is often used in speaking and writing skill.
b. Passive
Vocabulary refers to a language items that can be recognizes and understood in
the context of reading or listening and also called as receptive Vocabulary.
Passive Vocabulary or comprehension consists of the words comprehended by the
people, when they read and listen
The
use of Vocabulary
Vocabulary
is important in case it could helps the students to enjoy their
classes.
One who masters enough vocabulary will find fewer difficulties than those who
have fewer vocabularies. When they read a certain text, they will easily get
the information from it since they can understand every word in the text. On
the others hand, those who lack of vocabulary will face a lot of problems.
Mastery of vocabulary will be useful for the process of achieving language-
teaching objectives. That is the mastery of language skills (Listening,
Speaking, Reading, and Writing).
we
want to communicate with others in certain language, we must master
the
language they belong to especially to know enough vocabulary of those language.
Yang Zhihong who say that .Words
are the basic unit of language from supports it. Without vocabulary, one cannot
communicate to effectively or express idea. He also states that having a limited
vocabulary is also a barrier.
Kindergarten
Students
Kindergarten
is an educational program- serving child ages four through six. The educational
program Kindergarten shares the common objective of helping the young child’s social,
emotional, and academic development. The letter includes the use of language,
the development of an initial understanding of mathematics, beginning of
learning in the social sciences and aesthetic appreciation (Jefferson to Latin The
Encyclopedia Americana, 1996 Vol.16, p.444,). In another definition,
Kindergarten is the next level of education after playgroup before the children
enter elementary school. The program helps the children in entering their first
formal education.
The
kindergarten students., no matter what their cultural and experiential
background,
have characteristics in common with other children of their ages and
characteristics that are particularly their own. According Zukifli (2001)
Children develop socially and emotionally during the kindergarten year. The
development of socio- emotional between the children and their peers. The
children can show considerable empathy toward people and animals when their own
needs do not conflict with the needs of others.
Physical
activity is one common characteristic of kindergarten children,
although
children vary a great deal in development of physical skill abilities. Most
kindergarten students are full of energy, active in following all activities
such as run, swing, climb, jump, etc. That is very useful to the development of
their body. All of the physical activities are related to the motorist of the
children include of three elements, such as muscles, nerves and brain. These
elements relate each other in positive interaction that each of them support,
complete, and related each other in achieving the perfect motorist condition.
The children intellectual development is reflected in the rapid growth of
vocabulary and the power to express ideas. They are developing visual and
auditory memory and the ability to listen to others. In one of the educational
book says that the cognitive development increase rapidly, to the children
curiosity in learning from their surrounding environment.
Conclusion
Vocabulary
is one of the important factors in all language teaching learning and the
students must continually learn new words as they learn structure and as they
practice sound system, but most of the students are not interested and
motivated at all. The main discussion are song, kinds of vocabularies, kindergarten
students and also the advantages using song on teaching learning vocabulary for
kindergarten students.
The
theoretical part was to analyze music, which was important because it connected
language learning and music together, the psychological effects of music,
current scientific findings on using music for language teaching and of course,
the general process of learning and memory playing the key part in learning
vocabulary. All the information was presented in order to support the potential
positive effects that the method of using songs to teach English should have.
The knowledge gained is applied below in the practical part.
References
Kridalaksana
Harimurti.Kamus Linguistik, edisi ke-3.1993.Jakarta;PT Gramedia Pustaka Utama,
p.127
Jefferson
to Latin, The Encyclopedia Americana,(Danbury, Connecticut: Grollier
Inorporated),1996
Vol.16, p.444
Hibanana
S. Rahman, Konsep Dasar Pendidikan Anak Usia Dini.2002.Jakarta: PGTKI
p.35
